EDUCATION

12
 1.1) Education – Content & Dimensions

1. Ancient
• Vedic age: The ‘Gurukula’ was a type of education system in ancient India with shishya
(students) living with the guru in the same house.
o Availability: Education was primarily the privilege of the upper castes. Learning
was an intimate relationship between the teacher and the pupil called the Guru-
Shishya Parampara.
• Mauryan Period: With the growth of urban centres and trade, the guilds of the
merchants began to play an active role in providing education. They became centres of
technical education and fostered the knowledge of mining, metallurgy, carpentry,
weaving and dyeing.
• Gupta Period: In the Gupta period, the Jain and Buddhist systems of education
assumed a different dimension. Buddhist monasteries admitted students for ten years.
Learning began with the oral method. Later they shifted to the reading of literary texts.
The monasteries had libraries. Important manuscripts were copied and stored.
o For example: Nalanda was the oldest university system of education in the world.
Students from across the world were attracted to Indian knowledge systems. The
subjects taught included Vedanta, philosophy, study of the Puranas, epics,
grammar, logic, astronomy, philosophy, medicine etc.
2. Medieval
• During the medieval period, the traditional methods of education came under the
influence of Islam. In India, traditional Islamic institutions include “Madrassas” and
“Maktabs“, where students were taught about philosophy, grammar, mathematics, and
laws.
o For example: The Madrassa of Mahmud Gawan in Bidar (Karnataka), build in the
15th century, was regarded as the highest centre of Islamic learning.
3. British rule
• Shift to modern learning: With the advent of colonial rule in India, traditional schools
of learning shifted towards modern scientific learning.
• Individual efforts taken:
o In 1781, Governor-General Warren Hasting established a Muslim college at
Calcutta (Calcutta Madrasah) to provide education in Muslim law and related
subjects.
o In 1784, Sir William Jones founded the Asiatic Society of Bengal in Calcutta to
encourage Oriental studies.
o In 1791, to provide education in Hindu law and philosophy, Jonathan Duncan
established Sanskrit college at Benares.
o In 1800, Governor-General Lord Wellesley set up Fort William College in
Calcutta for providing training to the civil servants of the company in Indian
languages and customs. But, it was closed in 1802.
• Efforts of Raja Rammohan Roy: Meanwhile, with the efforts of Raja Ram Mohan
Roy and Scottish Watch maker David Hare, ‘Hindu College' was set up at Calcutta in
1817 for imparting western education with English as a Medium of Instruction. In 1825,
Raja Ram Mohan Roy founded the Vedic college in Calcutta with Sanskrit as a medium
of instruction.

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 • Efforts of Thomson: The LG of NW Provinces James Thomson made efforts to
develop a comprehensive scheme of village education through the medium of
vernacular languages. In these village schools, useful subjects like agriculture science
and mensuration were taught.
o In 1844, the first Engineering college was established in Roorkee.
• Other efforts by government before 1858
• Downward filtration theory was also introduced
• In 1835, Governor-General William Bentick laid out the foundation of the first
Medical College in Calcutta.
• In 1849, Bethune school at Calcutta was founded by J.E.D. Bethune for the
education of women.

o Lord Macaulay’s Minute, 1835: In 1835, Lord Macaulay’s Education policy titled
“ Minute on Indian Education” was published. In this policy, Lord Macaulay
introduced English as a medium of instruction in the education system and public
services.
o Wood’s Despatch (1854): The dispatch contained a comprehensive plan for
spreading education in India. This famous Wood’s despatch is also considered the
Magna Carta of education development in India.
• Development of Education in India under the British Crown
• In 1882, Punjab University at Chandigarh and in 1887, Allahabad University
were set up.
• In 1901, Rabindranath Tagore founded Shantiniketan School near Calcutta in
West Bengal.
o Hunter Commission (1882): The commission underlined the role of the State in
the extension and improvement of primary and secondary education.
o Indian Universities Act (1904): The act laid out that universities had the right to
make decisions regarding the promotion of study and research. Also, for better
education and research, the Act accepted the grant of Rs 5 lakh per annum for five
years.
o Hartog Committee (1929): With the increase in the number of educational
institutions, there was deterioration in education standards. The committee
highlighted the problem of wastage and stagnation in education at the primary level.
It devoted more attention to mass education.
4. Development of Education after Independence
• Status in 1950-51:
o Percentage Literacy:19.3%
o Enrollment Ratio of Children (6-11 Year age group): 43%
o Primary Schools: 2.1 Lakh
o Universities:27
• In First Five-Year Plan 7.9% of total plan outlay was allocated for education.
• In Second and Third Plan, the allocations were 5.8% and 6.9% of the total plan outlay.
• University Education Commission (1948): The University Education Commission
was the first and foremost commission to be appointed in Independent India under the
chairmanship of Dr S. Radhakrishnan. It was established to:

14
 o Report on the status of university education in India,
o Propose improvements and extensions that would be desirable to suit the thenand
future requirements of the country,
• Mudaliar Commission (1952-53): The recommendation of the Mudaliar Commission
occupies a very significant place in the development of the secondary education system
in Independent India. Thecommission emphasized the need of training Indians in the
democratic way of life.
• Kothari Commission (1964-66): It was mandated to deal with all aspects and sectors
of education and advise the government on the development of the national education
system. The report of the commission led to are solution on a national policy for
education.
• National education policies: Different National Education policies were adopted for
the development of education in India.

Challenges in Existing Education System: School

1. Access and Participation
• Enrollment ratio decreases with higher education levels: as per the ASER
Survey
• Poor quality Infrastructure: Lack of IT facilities, necessary furniture, toilets for
women etc.
• Hallowing out effect: Despite of increase in new public schools by 13,500, there
has been 1 crore admissions less in public schools
• High out of school children: Number of out of school children in the age group of
6 to 17 years is 3.22 crore [NSSO 2017-18].
2. Quality
• Ill equipped teachers: Poor training, knowledge and capabilities
• Curriculum : Rote learning based
• Poor implementation on RTE Act: with more focus on inputs than on outputs
• Poor learning outcomes: Only 16% of children in Class 1 can read the text at the
prescribed level, while almost 40% cannot even recognize letters [ASER Report]
• Under regulation: of education quality in schools
3. Equity(Education is hard to access for)
• Disabled: About 1.1% of students belong to Differently abled children at primary
level, but this falls to 0.25% at higher secondary level [U-DISE 2016-17].
• Migrants: Due to seasonal nature of migration and lack of such schools often they
are left out of formal education system.
• Vulnerable sections: About 19.6% of students belong to Scheduled Castes at
primary level, but this falls to 17.3% at higher secondary level. Amongst Scheduled
Tribes it falls from 10.6% to 6.8% [U-DISE 2016-17].

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Challenges in Existing Education System: Higher Education
1. Access and Participation
• Poor Research Infrastructure: India’s investment in R&D has remained constant
at around 0.6% to 0.7% of India’s GDP far below than expenditure of countries like
the US (2.8), China (2.1), Israel (4.3) and Korea (4.2).
• Poor standards: No Indian universities in Top 100 in QS rankings
• Poor exploitation of ICT: Less universities with distance learning options through
online classes etc.
• Over-regulation: By regulators such as UGC, MCI, which decide on aspects of
standards, appointments, fees structure and curriculum
2. Quality
• Teachers: inadequate, improper training, recruitment of undergraduates as
teachers, ad-hoc appointments and low pay scale, inadequate teacher training
• Curriculum: outdated and rote learning based
• Poor Outcomes: ‘Degrees’ not turning into ‘Jobs’
• Misaligned research orientation: where research is not need based
• Assessment and accreditation: Proliferation of substandard education universities
with ‘fake’ degree
• People to Teacher ratio: Pupil Teacher Ratio in Universities & Colleges is 29 if
regular mode enrolment is considered compared to 12.5:1 in USA, 19.5:1 in India
and 19:1 in Brazil.
3. Equity(Education is hard to access for)
• SC/ST: For Scheduled Castes, GER is 19.9% and for Scheduled Tribes, it is 14.2%
as compared to the national GER of 24.5%.
• Regional Disparities: College density varies from 7 in Bihar to 53 in Karnataka.
• Gender-wise: Nearly 51.36% of enrolled are male & 48.64% are female.

Measures Taken
Constitutional Provisions
1. DPSP
• Article 41: Right to work, to education and to public assistance in certain cases
• Article 45: Provision for free and compulsory education for children and Provision
for early childhood care and education to children below the age of six years
• Article 46: It provides for special care to the promotion of education and economic
interests of the scheduled caste, scheduled tribes and the weaker sections of society.
2. Fundamental rights
• Article 21A: Right to Education
• Article 28: Freedom as to attendance at religious instruction or religious worship
in certain educational institutions.
• Article 29: This article provides equality of opportunity in educational institutions.
• Article 30: Right of minorities to establish and administer educational institutions
3. Fundamental Duties
• Article 51 A :(k) Who is a parent or guardian to provide opportunities for education
to his child or, as the case may be, ward between the age of six and fourteen years.

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 4. Other
• Article 337: This provides for special provision with respect to educational grants
for the benefit of Anglo-Indian community.
• Article 350A: This article relates to facilities for instruction in mother tongue at
primary stage.
• Article 350B: It provides for a special offer for linguistic minorities.
5. Amendments:
• 86th amendment: Right to education( inserted 21A and 51k)
• 93rd amendment: Provided amendment to article 15 ,which provide reservation
for SC,ST and OBC in private institutions. (including self-financed but excluding
minority educational institutions and it also nullified Supreme court’s judgment in
Inamdar case that State cannot impose reservation on private unaided institutions.
• 103rdamendment: Introduced an economic reservation (10% quota) in jobs and
admissions in education institutes for Economically Weaker Sections (EWS) by
amending Articles 15 and 16.
Legal Provisions
1. Right to Free and Compulsory Education Act, 2009:
• In order to implement Article 21A, the parliament had passed the Right to Education
Act.
• This Act provided necessary legal backing for the implementation of Sarva
Shiksha Abhiyan (SSA).
• SSA is the government programme that provides for the Universalization of
Elementary Education in a time-bound manner. It has been operational since 2000-
01.
• Provisions:
o Free and compulsory education to all Indian children between 6 to 14 age
groups. “Compulsory” here means the government must provide free
elementary education and ensure compulsory admission, attendance and
completion of elementary education to all Indian children.
o The non-admitted child must be admitted to an age-appropriate class.
o As per the Act, the government schools must provide free education to all
children and they are managed by School Management Committees (SMCs).
o The private schools are to admit at least 25% of the children in their schools
without a fee.
o This Act mandates a 25% reservation for the disadvantaged sections of the
society that includes the SC and STs, Socially Backward Class and differently-
abled.
o The standards like Pupil-Teacher Ratios (PTRs), buildings and infrastructure,
schools’ working days, teacher’s working hours, qualifications and training of
the teachers are defined under this Act.
o The deployment of teachers is rationalised so that there is no urban-rural
imbalance.
o It prohibits the deployment of teachers for non-educational works, other than
services like decennial census, elections, and disaster reliefs.

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 o It prohibits physical punishment and mental harassment, screen procedures
for students’ admission, capitation fee, private tuition by teachers and running
of non-recognized schools.
o This Act also states that the financial and other responsibilities should be
shared between the Centre and state governments.
o It aims to make child free of fear, trauma and anxiety through a system of child-
friendly and child-centred learning.
o The Right of Children to Free and Compulsory Education (Amendment) Act,
2019 removed the clause for “No Detention Policy”.
Schemes
1. Primary Education
• Samagra Shiksha Abhiyan: It focuses on improvement in quality of education by
providing support for different interventions like in-service training of teachers and
school heads, conduct of achievement surveys at state and national level, composite
school grant to every school for providing a conducive learning environment, etc.
• Mid-Day Meal Scheme: In order to increase attendance in school as well as ensure
nutritional status.
• Rashtriya Madhyamic Shiksha Abhiyan (RMSA): It aims to raise the minimum
level of education to class X and universalize access to secondary education.
2. Higher Education
• National Mission on Education through Information and Communication
Technology (NMEICT): In order to leverage the potential of ICT to make the best
quality content accessible to all learners in the country free of cost.
• Rashtriya Ucchatar Shiksha Abhiyan (RUSA): It aims at providing strategic funding
to higher educational institutions throughout the country. The key objectives of RUSA
are to improve access, equity and quality in higher education through planned
development of higher education at the state level.
• Education Quality Upgradation and Inclusion Programme (EQUIP): to put
together an action plan to give a multi-pronged boost to the higher education system in
India.
• Scheme for Promotion of Academic and Research Collaboration (SPARC): It aims
at improving the research ecosystem of India’s higher educational institutions by
facilitating academic and research collaborations between Indian institutions and the
best institutions in the world.
• Scheme for Higher Education Youth in Apprenticeship and Skill (SHREYAS):
The scheme aims to improve the employability of introducing employment relevance
to the learning process of higher education.
• Saksham Scholarship Scheme: The scheme was launched in 2014-15, with the
objective of encouraging economically weaker differently-abled students to pursue
technical education at Diploma and Degree levels.
Initiatives
1. India: Multimodal approach includes multiple platforms.
• DIKSHA portal: It contains e-Learning content for students, teachers, and parents
aligned to the curriculum, including video lessons. It is also available for offline
use.
• e-Pathshala: A learning application for classes 1 to 12 in multiple languages,

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 • Swayam: It hosts 1,900 complete courses aimed both at school (classes 9 to 12)
and higher education (undergraduate and postgraduate) levels.
• Swayam Prabha: A group of 32 direct-to-home channels devoted to telecasting of
educational programs round the clock and accessible across the country. The
channels air courses for school education (classes 9–12) and higher education
(undergraduate, postgraduate), as well as for out-of-school children, vocational
education, and teacher training.
2. STARS: It seeks to support the states in developing, implementing, evaluating and
improving interventions with direct linkages to improved education outcomes and
school to work transition strategies for improved labour market outcomes.
3. Prime Minister's Research Fellowship: It aims to attract the talent pool of the country
to doctoral programmes for carrying out research in cutting edge science and
technology domains, with focus on national priorities.
4. Global Initiative for Academic Network (GIAN): Launched by MHRD, seeks to tap
the talent pool of scientists and entrepreneurs from abroad.
5. Revitalising Infrastructure and Systems in Education (RISE) by 2022: It aims to
qualitatively upgrade the research and academic infrastructure in India to global best
standards to make India into an education hub.
6. Learning Outcome-based Curriculum Framework (LOCF): Issued UGC in 2018,
it aims to specify what graduates are expected to know, understand and be able to do at
the end of their programme of study.
7. National Institutional Ranking Framework: The rankings are published annually
since 2016. It outlines a methodology to rank educational institutions across the
country
8. DHRUV- Pradhan Mantri Innovative Learning Programme: DHRUV has been
started by the MHRD, GoI to identify and encourage talented children to enrich their
skills and knowledge. In centres of excellence across the country, gifted children will
be mentored and nurtured by renowned experts in different areas, so that they can reach
their full potential.
9. NISHTHA: Its aim is to build capacities of 42 Lakh government teachers across the
country.
10. SHAGUN: It is an over-arching initiative to improve the school education system by
creating a junction for all online portals and websites relating to various activities of
the Department of School Education and Literacy in the Government of India and all
States and Union Territories.
11. UDISE+ Unified District Information System for Education Plus: To ensure
quality, credibility and timely availability of information from all the schools in the
country.
Funds
• Madhyamik and Ucchatar Shiksha Kosh (MUSK): It is a non-lapsable pool in the Public
Account for secondary and higher, education known as “Madhyamik and Uchchtar Shiksha
Kosh” (MUSK) into which all proceeds of “Secondary and Higher Education Cess” will be
credited. The funds arising from the MUSK would be utilized for schemes in the education
sector which would be available for the benefit of students of secondary and higher
education, all over the country.

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Institutions
• All India Council for Technical Education (AICTE): It is a national-level council for
technical education under the “Department of Higher Education” .AICTE is the statutory
authority for proper planning, formulation and maintenance of standards, Quality assurance
through school accreditation, monitoring and evaluation, maintaining parity of
certifications and awards, and ensuring coordinated development and management of the
technical education in India.
• University Grants Commission: UGC is a statutory body by enacting the “University
Grants Commission Act of 1956". It promotes and coordinates university education and
determines & maintains standards of teaching, examination, and research in the
universities. It provides recognization to universities in India and disbursements of funds
to such recognized universities and colleges.
• National Council of Education Research and Training (NCERT): The GoI established
the NCERT to assist and advise the Central and State governments on policies and
programmes for qualitative improvement in school education.
• Higher Education Financing Agency (HEFA): It has been formed to finance the creation
of capital assets in premier educational institutions in India.
• National Testing Agency (NTA): It has been established as a premier, specialist,
autonomous and self-sustained testing organization to conduct entrance examinations for
admission/fellowship in higher educational institutions.
Policies
1. National Education Policy, 1968:
• It provided for the “radical restructuring” and equalization of educational
opportunities to achieve national integration and greater cultural and economic
development.
• It also increased the government’s expenditure on education to 6% of the GDP.
• It provided for the better qualification and training of the teachers.
• The three-language formula: The first language should be the mother
tongue/regional language. The second language for the Hindi-speaking states
should be modern Indian language. If it is non-Hindi speaking states it should be
either Hindi or English. As for the third language, it can be either English or modern
Indian language for the Hindi-speaking states and non-Hindi Speaking states. Hindi
was encouraged in all states to promote a common language for all Indians.
2. National Educational Policy, 1985:
• Its objective is to remove differences and to provide equal educational opportunities
especially to the marginalised sections of the society.
• It launched “Operation Blackboard” to improve primary schools across the
nation.
• IGNOU was set up.
• The “Rural university” model was adopted based on the Gandhian philosophy. This
was done to promote economic and social development at the grassroots level in
rural India.
3. National Education Policy, 2020: Key provisions
(A) School Education:

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 • Universalization of education from preschool to secondary level: The Right of Children to
Free and Compulsory Education Act, 2009, will be extended to cover children between 3 and
18 years
• Structure: The current 10+2 system will be divided into 5 (3 to 8 years) +3 (8 to 11 years) + 3
(11 to 14 years) + 4 (14 to 18 years) format
• Co-curriculum and vocational subjects: Like sports, arts, commerce, science will be treated
at the same level
• Computer Skills: Students will be allowed to take up coding from class 6 onward.
• Vocational Education: To start from Class 6 with Internships.
• Additional Meal: Provision of an energy-filled breakfast, in addition to the nutritious mid-day
meal, to help children achieve better learning outcomes.
• Regular Exams: To track progress, all students will take school examinations in grades 3, 5,
and 8 which will be conducted by the appropriate authority.
• Class 10 and 12 board examinations: They are to be made easier, to test core competencies
rather than memorized facts, with all students allowed to take the exam twice
• Curriculum content: It will be reduced in each subject to its core essentials, and will make
space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based,
and analysis-based learning
• Teacher Capabilities: A new and comprehensive National Curriculum Framework for Teacher
Education (NCFTE) 2021, will be formulated by the National Council for Teacher Education
(NCTE) in consultation with NCERT
(B) Higher Education
• Gross Enrolment Ratio in higher education: To be raised to 50% by 2035 (presently it is at
26.3%)
• Flexibility in Higher Education: NEP 2020 proposes a multi-disciplinary higher education
framework with portable credits, and multiple exits with certificates, diplomas and degrees
• Common entrance exam: The common entrance exam for all higher education institutes to be
held by NTA. The exam will be optional and not mandatory
• Multidisciplinary Education and Research Universities (MERUs): To be at par with IITs,
IIMs, to be set up as models of best multidisciplinary education of global standards in the
country.
• The National Research Foundation: It will be created as an apex body for fostering a strong
research culture and building research capacity across higher education
• M. Phil courses: They will be discontinued and all the courses at undergraduate, postgraduate
and PhD level will now be interdisciplinary.
• Higher Education Commission of India (HECI): It will be set up as a single umbrella body
for the entire higher education, excluding medical and legal education with 4 verticals for
standards-setting, funding, accreditation and regulation so as to provide “light but tight”
oversight
• Affiliation of colleges: It is to be phased out in 15 years and a stage-wise mechanism to be
established for granting graded autonomy to colleges.
(C) Technology & Foreign Institutes
• National Educational Technology Forum (NETF): An autonomous body, to be created to
provide a platform for the free exchange of ideas on the use of technology to enhance learning,
assessment, planning, administration.
• National Assessment Centre: ‘PARAKH’ has been created to assess the students.
• Foreign universities: It also paves the way for foreign universities to set up campuses in India.

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 1.2) DATA & REPORTS

Education in India
Parameters/Topic Data/Statistics

General Data

Literacy Rates • Male: 82%

• Female: 65%
• Total: 74%

*Literacy Gap reduced from 21% in 2001 to 17%

in 2011

Gross Enrollment Ratio

(Report on United Information System for • Upper Primary Level - 89.7%
Education Plus (UDISE+) 2019-20) • Elementary Level - 97.8%
• Secondary Level - 77.9%
• Higher Secondary Level - 51.4%

Annual School Dropout Rates

(MHRD Report 2018) Primary Secondary

Total 4% 17%

Male 4.3% 17.2%

Female 3.8% 16.8%

Pupil-Teacher Ratio • The Pupil Teacher Ratio (PTR) has improved

(Report on United Information System for at all levels of school education.
Education Plus (UDISE+) 2019-20) • Primary: 26.5
• Upper primary and secondary: 18.5
• Higher secondary: 26.1

Expenditure on Education
• India spent 14.1 % of its budget on

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 education, compared to 5% in Vietnam and
20.6% in Indonesia, countries with similar
levels of GDP (World Bank study).

Investment on R&D • Eco Survey 2021

• 0.65% of GDP

(It was 0.8% in 2008-09)

ASER Report 2021 Findings

Enrollment • Shift from private to government schools -

70.3% in 2021.
• Fall in private school enrolment from 28.8%
in 2020 to 24.4% in 2021.

Infrastructure • Girls Toilet: 66% of Schools

• Playground: 80% of Schools

Right to Education

Compliance Only 8% of schools are complying with the RTE

act

Reservation • Only 15% of reserved seats are filled ( Out

of 25% allotment)
• In Delhi, out of 25%, less than 1% is filled
because of the absence of proof showing
their proof of residence

Higher Education World’s 2nd Largest Higher Education System

Enrollment • 27.1% in 2019-20

• *World Average: 33%
• 38.5 million -> 19.6 million male and 18.9
million female students (AISHE: 2019-20)

QS World Rankings 2021 Only 3 from Indian Institutions in the top 200

Accredited Universities Only 32%

Standard (NAAC Ratings) • 68% of Universities: Average

• 91% of Colleges: Average

Funding on Higher Education 1.4% of GDP

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 R&D

Patents India filed 66440 patents (2021-22)

Startup • entity less than seven years young with an

annual turnover of less than 250 million
rupees and headquartered in India
• India has the 3rd largest startup ecosystem
in the world; expected to witness YoY
growth of consistent annual growth of 12-
15%
• Over 69,000 DPIIT-recognized startups
(Ministry of Commerce & Industry)
• However, 90% of startups fail within the
first 5 years due to lack of innovation
((IBM institute)

% of GDP spent on R&D • India: 0.65%

• Japan: 3.5%
• US: 2.8%

(NITI AAYOG)

Others

Public Schools 65% of students are enrolled in public schools

(FICCI & EY Report)

World University Rankings (2023) • Indian institute of science has outranked all
the IITs to rank 155 in the world.
• IITs Guwahati at 37th position, IITs
Roorkee at 47th & University of Madras at
48th have made it to the elite list of global top
50 research institutions.
• There are just nine Indian universities under
the top 500 in the QS World University
Rankings.

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 • US is the most-represented country overall
with 183 institutions.

Skilling The proportion of formally skilled workers in

India is extremely low, at 4.69% of total
workforce, compared to 24% in China, 52% in the
US, 68% in the UK, 75% in Germany, 80% in
Japan and 96% in South Korea.

NCERT According to NCERT, 85% of child cumulative

brain development occurs before 6 years of age

% of schools with girls Toilets • 66% (2018)

o 48%(2010)

Playground 8 out of 10 schools have a playground either

within or nearby

DATA
• By 2030, 1/3rd of the World’s working
population will be from India

• India Skills Repor- only 45.9% graduates

are employable

• In last 10 yrs, share of private sector has

increased form 3.4%(2009) to 34%(2018)

• GER In HEIs is Just 27.1% with only 6%

rural areas students

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 1.3) QUOTES

1 Learning gives creativity, creativity leads to thinking, APJ Abdul Kalam

thinking provides knowledge and knowledge makes you
great.
2 If you think in terms of a year, plant a seed; If in terms of Confucius
ten years, plant trees; If in terms of hundred years, teach the
people.
3 Intelligence plus character that is the goal of true education. Martin Luther King

4 Education means all-round drawing out of the best in the Mahatma Gandhi
child and man- Body, Mind and Spirit.
5 Education is the most powerful weapon you can use to Nelson Mandela
change the world.
6 “Live as if you were to die tomorrow. Learn as if you were Mahatma Gandhi
to live forever.”
7 “Children must be taught how to think, not what to think.” Margaret Mead
8 “I have never let my schooling interfere with my Mark Twain
Education.”
9 “Education is what remains after one has forgotten what Albert Einstein
one has learnt in school.”
10 “It is the mark of an educated mind to be able to Aristotle
entertain a thought without accepting it.” “
11 Education is the manifestation of perfection already Swami Vivekananda
present in man.”
12 The education of a man is never completed until he dies – Robert E. Lee
13 Education is what makes a person fearless, teaches him the Dr. B. R. Ambedkar
lesson of unity, makes him aware of his rights and inspires
him to struggle for his rights.
14 Education is a progressive discovery of our own ignorance. Will Durant

15 It is the mark of an educated mind to be able to entertain a Aristotle

thought without accepting it.
16 Every individual has a right to an education that will enable Maulana AbulKalam Azad
him to develop his faculties and live a full human life.

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 1.4) Anecdotes [Inspirations] and Case Studies

NAME STORY
In October 2012, on her way home from school, a masked gunman
boarded her school bus and asked, “Who is Malala?” He shot her on
the left side of her head. After months of surgeries and rehabilitation,
she recovered. She had two choices after recovery: She could live a
quiet life or she could make the most of this new life she had been
1. Malala Yusufzai
given. She was determined to continue her fight until every girl
could go to school. As she realized very well that “One child, one
teacher, one book and one pen can change the world”. Now, Malala
Yusufzai has become the youngest Nobel prize recipient and a ray
of hope for over 130 million out of school girls across the globe.
She cracked UPSC at the age of 22, only after failing her subjects in
2. Anju Sharma
class 12th and before that in school.
This inspiring young teacher converted an ordinary zilla parishad
school into an extraordinary learning space, a digital shala, which
3. Sandeep Gund
will now be replicated by the Maharashtra government in 500
schools across the state.
Nobel Laureate from Kenya ( First African Women to win Nobel
Prize ).The first woman in East and Central Africa to earn a
doctorate degree. Internationally recognized for her persistent
Wangari Mathai
4. struggle for democracy, human rights and environmental
conservation . Known for Green Belt Movement wherein she has
assisted women in planting more than 20 million trees on their farms
and on schools and church compounds.
At a time when grievances of women could hardly be heard,
5. Savitribai Phule Savitribai Phule broke all the traditional stereotypes of the 19th
century to boost a new age of thinking in British colonised India.
He started off with five or six children but word of mouth
popularised the classes and within a span of a few months, the
strength of his class rose to 50. Encouraged by the response, he
developed the 'chaupal' classes into a formal school, built on his 4
6. Keshav Saran
acres of agricultural land in 1975 which also received a junior high
school recognition. His son and daughter, both qualified teachers,
were also involved in the initiative. With 21 other teaching staff
members, the school received recognition of an inter college in 2009
Former RBI governor Raghuram Rajan was once the student of ex-
IIT Delhi professor Alok Sagar, who left his prestigious IIT job in
1982 to serve the tribal people of Madhya Pradesh. Sagar has been
7. Alok Sagar working for the tribal people in Betul and Hoshangabad districts of
Madhya Pradesh for the past 32 years. The Professor single-
handedly planted around 50,000 trees in the area and is serving these
people through Shramik Adivasi Sangathan
A Sanskrit teacher from a small town called Alwar in Rajasthan
8. Imran Khan donated 52 educational apps to the HRD Ministry for free,
contributing his part in Digital India and E-learning. His apps get an
astonishing 30 lakh downloads and four crore screen views every

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 day.A timid man with undying determination started developing
educational android apps for the students after a close encounter
with the former district collector of Alwar, Ashutosh AT Pednekar.
Heis an American educator and the founder of Khan Academy, a
free online non-profit educational platform and an organization with
which he has produced over 6,500 video lessons teaching a wide
9. Sal Khan
spectrum of academic subjects, originally focusing on mathematics
and science. He is also the founder of Khan Lab School, a brick-and-
mortar private school in Mountain View, California.
She is a government school teacher, who teaches class 3 students in
Panchayat Union Primary School Kandhadu, Tamil Nadu. She
works at an English medium school and teaches four subjects in
10. Annapurna Mohan English except for Tamil. She had only two options in front of her--
either choose teaching as a profession or enjoy the position of a
manager in a good corporate company. She chose to provide quality
education to kids.
Singhal has scoliosis (curvature of the spine) that restricts her arm
movement. That was her fourth attempt at the civil services exam.
She had previously written the exams in 2010, 2011 and 2013. In the
first three attempts, she got into IRS.She was even given a posting
with the IRS (Indian Revenue Service) but was prevented from
11. Ira Singhal
joining due to her 62 per cent locomotor disability. Then she filed a
case with the Central Administrative Tribunal (CAT) which she
won. Then in 2014, she became the first physically challenged
woman to get the first rank in the general category. She never used
her PH status for any reservation.
When Kennedy took office, many schools didn’t serve students with
disabilities. But he had a personal interest in how schools could do
more. His sister, Rosemary, was born with intellectual disabilities.
12. John F Kennedy
In 1961, Kennedy formed a panel that urged the government to
provide money for specific programs. That included funds for
research and special education

At the entrance gate of a university in South Africa the following message was posted for
contemplation:
*"Destroying any nation does not require the use of atomic bombs or the use of long range
missiles. _It only requires lowering the quality of education and allowing cheating in the
examinations by the students._"*

● Patients die at the hands of such doctors.

● Buildings collapse at the hands of such engineers.
● Money is lost at the hands of such economists & accountants.
● Humanity dies at the hands of such religious scholars.
● Justice is lost at the hands of such judges...
*"The collapse of education is the collapse of the nation."

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 1.5) Movies

Movie Name Category Synopsis

Helen Keller was the first deaf-blind person
to earn a bachelor’s degree. She was also an
author, a lecturer and a political activist. But
The Miracle Power of
the road there wasn’t easy. The movie tells
Worker Education
the real-life story of how her teacher, Anne
Sullivan, managed to teach her to
communicate.\
The movie tells the inspiring story of a man
with low IQ who achieves many incredible
Nothing in this
feats. He wins the Medal of Honor for
world can take the
Forrest Gump bravery, becomes an expert Ping Pong
place of
player, inspires the famous dance of Elvis
persistence.
Presley, and makes money by selling
shrimps.
Ishaan is criticised by his parents for his poor
academic performance and is sent away to a
Every CHILD is
TaareZameen Par boarding school. Ram, an art teacher,
Unique
however, realises he has dyslexia and helps
him uncover his potential.
It depicts the story of Stephen Hawking, the
greatest cosmologist and physicist of our
time. As a brilliant student of Astrophysics,
he shockingly learns that he is suffering from
motor neurone disease. Doctors predict just 2
The Theory Of
Special Needs more years for him to live. But, he
Everything
remarkably defied medical calculations and
went on to live up to 76 years of age. During
this period he became the famous man he is
today with his eminent contributions to the
world of Cosmology and Physics.
Matt Damon played the title role of a 20-year
old young man. The hero is gifted with high
Every Child potential in mathematics and chemistry but
Good Will Hunting Should Unleash His doesn’t realize what his potential can offer.It
Potential will inspire students to discover hidden
talents they have.

It depicts the story of 3 friends who have

Follow your different passions and one of them pushes
3 Idiots
Passion others to chase excellence to get success in
life.

29
 1.6) Poems
They have brightened our room, that is spacious and cool,
With diagrams used in the Idiot School,
And Books for the Blind that will teach us to see;
But mother is happy, for mother is free.
For mother is dancing up forty-eight floors,
For love of the Leeds International Stores,
And the flame of that faith might perhaps have grown cold,
With the care of a baby of seven weeks old …
- G.K. Chesterton
-----------------------------------------------------------------------------------------------------------
Education,
Wants us to be attention,
In order to build the nation.

Education,
It shows direction,
In order to do corrections.

Education,
Needs people more than ten,
In older all to learn.

Education,
It is your way,
Which you can stay.

Education,
Nothing will remain,
It will remove your pain

Education,
It has a lot of section,
Which I can't mention.
- Husna Chikwela

Education makes difference

The person can draw an inference
From the given chance
And learn more at once

It is considered as the second birth

The person can take an easy breath
With full satisfaction

30
 And can show class before the nation

The human mind is fertile

But education makes it worthwhile
The person judges from own experience
And sails through without feeling tense
- Mehta Hasmukh Amathaal
-----------------------------------------------------------------------------------------------------------
You want to be in a gang
And shoot up everything with a bang
You say they'll have your back
But education is what you lack
Education is the key to life
And not getting stabbed with a knife
Education will lead you to great heights
And not to everyday fights
Education will help you excel
Not lead you to a county jail
Be in a gang and stay there for keeps
You'll find yourself underground six feet deep
So instead of being laid to rest
Get an education and be the best.

- Norena M. Jones
-----------------------------------------------------------------------------------------------------------
All the pressure, all the rules
when my alarm clock rings my heart stops
I don't want to go to school
It begins and ends with walking a mile to and from the parking lots
It's funny because what we don't want in life is what we need the most
And school offers an education
which is a way to a better life that's worth a toast
Retrospectively school is very essential to me
Without it, I'd be in a hopeless situation
- Sharron Stephenson

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 1.7) Books
My Idea Of Education : Swami Vivekananda
● There are certain conditions necessary in the taught, and also in the teacher. The conditions
necessary in the taught are purity, a real thirst for knowledge, and perseverance.
● The true teacher is one who can throw his whole force into the tendency of the teacher. Without
real sympathy we can never teach well.

Audacious Education Purposes : Fernando M Reimers

● This open access book offers a comparative study of eight ambitious national reforms that
sought to create opportunities for students to gain the necessary breadth of skills to thrive in a
rapidly changing world.
● It examines how national governments transform education systems to provide students
opportunities to develop such skills.

Make it stick : The Science of Successful Learning : Peter C Brown

● To most of us, learning something “the hard way” implies wasted time and effort. Good
teaching, we believe, should be creatively tailored to the different learning styles of students
and should use strategies that make learning easier. Make It Stick turns fashionable ideas like
these on their head. Drawing on recent discoveries in cognitive psychology and other
disciplines, the authors offer concrete techniques for becoming more productive learners.
● Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying
knowledge to problems never before encountered and drawing inferences from facts already
known. New insights into how memory is encoded, consolidated, and later retrieved have led
to a better understanding of how we learn. Grappling with the impediments that make learning
challenging leads both to more complex mastery and better retention of what was learned.

I AM MALALA: The Story of the Girl Who Stood up for Education and was Shot by the Taliban
● On Tuesday, October 9, 2012, when she was fifteen, she almost paid the ultimate price. She
was shot in the head at point-blank range while riding the bus home from school, and few
expected her to survive.
● Instead, Malala's miraculous recovery has taken her on an extraordinary journey from a remote
valley in northern Pakistan to the halls of the United Nations in New York. At sixteen, she has
become a global symbol of peaceful protest and the youngest-ever Nobel Peace Prize laureate.
● I Am Malala is the remarkable tale of a family uprooted by global terrorism, of the fight for
girls' education, of a father who, himself a school owner, championed and encouraged his
daughter to write and attend school, and of brave parents who have a fierce love for their
daughter in a society that prizes sons.

OUTLIERS: THE STORY OF SUCCESS MALCOLM GLADWELL

● In this stunning book, Malcolm Gladwell takes us on an intellectual journey through the world
of "outliers"--the best and the brightest, the most famous and the most successful. He asks the
question: what makes high-achievers different?
● His answer is that we pay too much attention to what successful people are like, and too little
attention to where they are from: that is, their culture, their family, their generation, and the
idiosyncratic experiences of their upbringing. Along the way he explains the secrets of software
billionaires, what it takes to be a great soccer player, why Asians are good at math, and what
made the Beatles the greatest rock band.

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